Research on the Application of Reading and Writing Combination in Primary School Chinese Teaching

Reading and writing in the primary school: focus on narrative writing

Literacy in Early Childhood and Primary Education ◽

10.1017/cbo9781139519397.016 ◽

2012 ◽

pp. 234-250

Author(s):

Claire McLachlan ◽

Tom Nicholson ◽

Ruth Fielding-Barnsley ◽

Louise Mercer ◽

Sarah Ohi

Keyword(s):

Primary School ◽

Narrative Writing ◽

Reading And Writing

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Specific Learning Disorder among Primary School Children of Sarai Alamgir

Journal of the Pakistan Medical Association ◽

10.47391/jpma.1092 ◽

2021 ◽

pp. 1-10

Author(s):

Noreena Kausar ◽

Nadia Farhat ◽

Fauzia Maqsood ◽

Hafsa Qurban ◽

Admin

Keyword(s):

Primary School ◽

Diagnostic Criteria ◽

School Children ◽

Learning Disorders ◽

Primary School Children ◽

Learning Disorder ◽

Cross Sectional ◽

Reading And Writing ◽

Specific Learning Disorder ◽

Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

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